foss planetary science lab notebook...foss planetary science lab notebook inv. 1 where am i? 3...

1

FOSS Planetary Science

Lab Notebook

Inv. 1 Where Am I?3 Bird’s-Eye Views5 Response Sheet—Where Am I?

Inv. 2 Round Earth/Flat Earth7 Shape of Earth9 Response Sheet—Round Earth/Flat

Earth11 Shadow Evidence

Inv. 3 Day and Night13 Day/Night Think Questions15 How Many Hours Have You Worked? 17 Local Noon 19 Thinking in Time 21 Time-Zone Homework

Inv. 4 Discover the Moon23 Moon Log25 Moon-Picture Observations 27 Group Questions about the Moon

Inv. 5 Moon Craters29 Lunar Crater Formation31 Tagboard Divider33 Model Impact Craters35 Crater-Diameter and Ray-Length

Graphs37 Investigating Meteoroid Size39 Organizing Lunar Craters

Inv. 6 Mapping the Moon41 Map of the Moon43 Scaling Introduction45 Scaling with Photos47 Scaling Moon Features49 Major Surface Features of the Moon

Inv. 7 Landing on the Moon51 Earth/Moon Model53 Response Sheet—Landing on the

Moon

Inv. 8 Moon Rocks55 EVA–1: Moon Rock Survey57 EVA–2: Collecting Samples59 Moon Rock and Mineral Key 61 Moon Rock Conference Data63 Exploring Density65 Lunar Density

Inv. 9 Phases of the Moon67 Looking at the Moon from Earth

Inv. 10 Explore the Planets69 Digital Data—DDC-100071 Digital-Image Grid73 Solar System Tours75 Meteorologist’s Report77 Astronomer’s Report79 Geologist’s Report81 Historian’s Report83 Planet Data

Assessment85 Assessment General Rubric

Student sheets are printed on one side of the paper so you can remove a page and put it in a binder. The backs of the pages are printed with a grid where you can take notes, make drawings or calculations, or graph results of investigations.

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Name

Period Date

3FOSS Planetary Science Course© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Human-made structures Natural structures

Record what you can see in each of the Earth images.

100 mabove Earth

(neighborhood)

1000 mabove Earth(community)

10,000 mabove Earth

(area)

100,000 mabove Earth

(region)

1,000,000 mabove Earth(continent)

10,000,000 mabove Earth

(planet)

BIRD'S-EYE VIEWS

Elevation

Investigation 1: Where Am I?Student Sheet


4



Name

Period Date

RESPONSE SHEET—WHERE AM I?

Billy was watching his favorite TV show when the question came up, “Where do you live?” Billy didn't know, so he asked his older sister. She replied, “You live in Birmingham.”

Later Billy asked his mom the same question, to which she replied, “Honey, you live in the United States.”

Billy was a little confused. He thought, “How can I live in two places at the same time?”

Who was right, Billy’s sister? Billy’s mom? Explain your answer.

Investigation 1: Where Am I?Student Sheet


6



Name

Period Date

2.5 cm

X

Pictures of boats sailing out to sea (directly away from you) on a fl at Earth.

Picture 2 Picture 3Picture 1(Start with your boat

on the X.)

Pictures of boats sailing out to sea (directly away from you) on a globe Earth.

Picture 2 Picture 3

X

Picture 1(Start with your boat on the X.)

SHAPE OF EARTH

Investigation 2: Round Earth/Flat EarthStudent Sheet


8



Name

Period Date

RESPONSE SHEET—ROUND EARTH/FLAT EARTH

Alex, a middle school student, was having a discussion with his younger brother Max. Max, a 7-year-old, insisted that Earth was fl at. Alex drew a set of pictures showing a ship sailing out to sea. The ship got smaller as it sailed away from shore and then began to sink below the horizon. Max said to Alex, “See, the ship got smaller and smaller and then it started falling off the edge of Earth.”

If you were Alex, what would you do or say to help Max understand how sailing ships provide evidence that Earth is round?

What other evidence could you provide?



10



Name

Period Date

X

51015202535 30 050 45 40

1

5

3

0

45

60

0D

egre

es

of

nort

h lati

tude

Length of shadow in mm

Gra

ph o

f S

hadow

Len

gth

on F

lat

Eart

h

Lati

tude S

had

ow

length

(m

m)

Length

of

Shadow

on F

lat

Eart

h

Y

1

5

3

0

45

60

0D

egre

es

of

nort

h lati

tude

Length of shadow in mm

Lati

tude

Shadow

length

(m

m)

Len

gth

of

Shadow

on G

lobe E

art

h

Gra

ph o

f S

hadow

Length

on G

lobe E

art

h

SHADOW EVIDENCE

X

Y

0°

N

51015202535 30 050 45 40


15°

N

45°

N

30°

N

60°

N

0°

N

15°

N

45°

N

30°

N

60°

N


12



1. What is day and what is night?

2. Why is it dark at night?

3. Is it day all over the world at the same time, then night all over the world at the same time? Explain.

4. At any given time, how much of Earth is in day and how much is in night?

5. Which side of Earth is in daylight?

6. How long is day and how long is night?

7. If Earth were made of glass, would we still have day and night?

8. How is the Sun like a lightbulb?

9. What makes the Sun “come up” and “go down”?

10. Does the Sun come up in the morning all over the world? Explain.

11. Does the Moon have day and night? Explain.

12. How long is one day and night on the Moon?

13. Does the Sun have day and night? Explain.

14. If Earth did not rotate, would there be day and night on Earth?

DAY/NIGHT THINK QUESTIONS

Investigation 3: Day and NightStudent Sheet


14



Name

Period Date

HOW MANY HOURS HAVE YOU WORKED?

In 7:45 a.m. 7:30 a.m. 7:55 a.m. 8:03 a.m. 8:12 a.m.

Out 3:45 p.m. 4:30 p.m. 3:20 p.m. 4:50 p.m. 4:15 p.m.

Hours

Total hours this week

Pay for this week

Show your work here.

Monday Tuesday FridayThursday Wednesday

When you get paid by the hour, you need to know how many hours you worked in the week to calculate how much money you earned. Let’s start with a typical day.

1. You start work at 8:00 a.m., and leave work at 3:10 p.m. How many hours and minutes were you at work?

2. Below is a time sheet fi lled out for your employer. The time you “punched in,” or started work, and the time you “punched out,” or stopped working, are recorded each day. You will be paid $10 per hour. Figure out the number of hours you worked in the week, and how much money you earned.

Employee Name:



16



Name

Period DateLOCAL NOON

Localnoon

Let’s say sunrise is at 7:15 a.m. and sunset is at 6:45 p.m.

1. Figure out how long the day is. In this case there are 4 hours and 45 minutes (4:45) before noon, and 6 hours and 45 minutes (6:45) after noon. Add them.

4:45 + 6:45 = 10:90 This day is 10 hours and 90 minutes long, or

11 hours and 30 minutes.

2. Divide the day in half.

11:30 = 10:90 (10 hours and 90 minutes)

10:90 ÷ 2 = 5:45 (5 hours and 45 minutes)

3. Calculate local noon. Local noon is halfway between sunrise and sunset, or in this case, 5 hours and 45 minutes after sunrise. Add 5:45 to the time of sunrise to fi nd local noon. Local noon is 5:45 + 7:15 = 12:60 or 1:00 p.m.

Hint 1: It may be easier to calculate the duration of a day if you fi rst convert standard time to military time. Thus 5:00 p.m. becomes 17:00.

Hint 2: Time is not the same as the decimal system. One in the hours column is equal to 60 in the minutes column.

Figure out local noon for the following sunrise and sunset times. Show your work.

Local noon

Sunrise = 6:00 a.m. Sunset = 6:00 p.m.





18



Name

Period DateTHINKING IN TIME

Answer questions a–da. Which way is Earth rotating (when viewed from above the North Pole)?

b. Where in the United States does the Sun fi rst rise? Where does the Sun set last?

c. How many time zones are there on Earth? How many time zones are there in the United States? How many hours difference is there in the United States?

d. The whole Earth has 360° of longitude, like a circle. It takes 24 hours for Earth to turn once on its axis. How many degrees of longitude does the Sun appear to move each hour, if it moves 360° in 24 hours?

Group 11. How many hours separate Boston (East Coast) and Los Angeles (West Coast)?

2. A friend in San Diego wants you to call her at 8:00 p.m. California time. You are in Miami. What time will it be in Miami when you place the call?

Group 23. Where is it 9 hours earlier than it is in Dallas? Give one Northern Hemisphere and one Southern Hemisphere example.

4. If days had 36 hours, how many degrees of longitude would each time zone be?

Group 35. The east coast of Brazil and the entire country of Argentina are in the same time zone. When the Sun comes up on the east coast of Brazil, it is 5:30 a.m. What time would you guess the Sun would come up in central Argentina?

6. It‘s vacation time! What time should you place a call in Hawaii so that your granny can receive the call at 6:30 p.m. in Chicago?

Group 47. Sunrise today in Salt Lake City was 7:15 a.m. Would you expect sunrise to be earlier or later in Denver? Why?

8. If a day had 18 hours instead of 24 hours, how many time zones would there be around the world? How many degrees would each time zone have?

Bonus question9. Where is the fi rst sunrise on Earth each day?

Answer the two questions in one of the groups below.



20



Name

Period DateTIME-ZONE HOMEWORK

Look at the map of time zones of the continental United States below, and answer these questions.

1. How many hours separate the East Coast and the West Coast?

2. Where in the country does the Sun fi rst shine in the morning?

3. Which way is Earth turning? Indicate with an arrow on the map.

4. Find Massachusetts and Michigan. Which state will see the Sun fi rst? Why?

5. Sunrise today in Oakland, CA, was at 7:15 a.m. Would you expect sunrise to be earlier or later in Nevada? Why?

6. A friend in New York tells you to call at 6 p.m. New York time. What time should you place your call in your local time?

7. Why do you think we have time zones?

A B C D

FL

PA

TX

NC

AZ

WA

COUT

OK

NE

MT

GAAL

KY

NY

OH

MI

IL

MO

AR

ND MN

WY

NVCA

NJ

ME

MA

VA

SC

IA

KS

SD WI

IN

TN

WV

MSLA

NM

ORID

VTNH

RICT

DEMDDC



22



Name

Period Date

MOON LOG 12 6:10 pm

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1. Observe the Moon, day or night.2. Record your observations, including shape and orientation.3. Record the time of your observation.

Moon log for the month of

Investigation 4: Discover the MoonStudent Sheet


24



Name

Period Date

Part 1: Observe the Moon photograph carefully. Record the interesting features.

1.

2.

3.

4.

5.

6.

7.

Part 2: What two kinds of features dominate the lunar surface?

Part 3: Defi nitions of lunar features

MOON-PICTURE OBSERVATIONS



26



Name

Period Date

GROUP QUESTIONS ABOUT THE MOON

Group number Names of group members

After discussing the Moon photograph as a group, we decided these were our fi ve most important questions.

1.

2.

3.

4.

5.



28



LUNAR CRATER FORMATION

Investigation 5: Moon CratersStudent Sheet

1. Get a basin with 1.5 liters of fl our. This is your small area of lunar regolith.

2. Smooth the surface with a ruler or a small piece of cardboard, but do not pack the fl our.

3. Sprinkle a thin layer of cocoa on the surface of the fl our.

4. Put the basin on the fl oor on a sheet of newspaper. A place next to a wall is best.

5. Drop meteorites onto the lunar surface and observe.

NOTE: Do not throw the marbles into the fl our—just drop them.

6. After several drops, smooth the surface and sprinkle a little more cocoa.

What crater features can you measure to compare craters?


30



TAGBOARD DIVIDER

Make a tagboard divider as follows.

1. Cut a strip of tagboard 1 cm wide and about 20 to 25 cm long.

2. Cut the strip in half on an angle.

3. Stack the two pieces and poke a small hole through them near the squared ends.

4. Use a metal paper fastener to hold the two arms of the divider together.

5. To use the divider, open the arms until the distance between the points is equal to the length of the object to be measured. Hold the divider tightly in that position. Measure the distance between the points on a ruler.



32



Name

Period Date

Depth of crater

(above, even, below)Ray lengths

50

100

150

200

Drop height (cm)

Craterdiameter (mm)

1. In your group, prepare the lunar surface.

2. Drop all four marbles from different heights.

3. Measure the diameter and several rays on each crater. Average the length of rays.

4. Each person collects data in the chart below.

5. Each person graphs the crater diameter and ray length on the sheet called Crater-Diameter and Ray-Length Graphs.

Picture of the basin with craters

Is the marble:

Above the surface?

Even with the surface?

Below the surface?

*

*

MODEL IMPACT CRATERS

Averageray



34



Name

Period Date

X

Y Title

Independent variableDep

end

ent v

aria

ble

CRATER-DIAMETER AND RAY-LENGTH GRAPHS

X

Y Title


end

ent v

aria

ble

Meteoroid Speed vs. Crater Diameter

Meteoroid Speed vs. Ray Length



36



Name

Period Date

INVESTIGATING METEOROID SIZE

Not all meteoroids hitting the Moon are the same size. Find out how meteoroid size affects the features of craters.

1. Work in your group to design an experiment.

2. Conduct your experiment and record your data.

3. Graph your results.

X

Y


end

ent v

aria

ble

Title



38



Name

Period DateORGANIZING LUNAR CRATERS

Basin or ringed

Tiered

Complex

Simple

Cratertype

Picture Description

Flooded



40



MAP OF THE MOON

Investigation 6: Mapping the MoonStudent Sheet


42



Name

Period DateSCALING INTRODUCTION

1. Regulation basketball hoops are 46 cm in diameter. Use this scale drawing of a regulation hoop and regulation basketball to determine the diameter of the basketball.

2. How much smaller is this drawing than a real basketball and hoop? To fi nd out you will have to determine what each centimeter inthe drawing is equal to in reality. This number is the scaling factor.

3. The deck of this sailboat is 16 m long.

a. Figure out how tall the mast is from the deck to the top.

b. How far is it from the center of one porthole to the center of the next?

c. How many square meters of sail does this sailboat have?



44



Name

Period DateSCALING WITH PHOTOS

1. You have a photo of yourself in which your image is exactly 25 cm tall.

a. What is the scaling factor between you in real life and the image in the photo? (In other words, what is 1 cm in the photo equal to in the real world?)

Example: Photo image = 25 cm. I am 190 cm tall in real life. =

The scaling factor is 1 cm (photo) = 7.6 cm (real life).

b. Calculate your personal scaling factor and write it here:

2. The yearbook committee would like to put the photo in the yearbook, but they have only enough room for a photo in which your image is 10 cm tall.

a. What is the scaling factor between the photo that will appear in the yearbook and the photo you have in hand?

b. What is the scaling factor between the photo that will appear in the yearbook and you in real life?

3. Shelby got a new surfboard that was 2.5 m long. Here is an aerial photograph of her out in the ocean waiting for a wave. How far is she from the beach?

BEACH

Scaling factor Distance to the beach

19025 7.6


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46



SCALING MOON FEATURES

3500 km

1. Calculate the scale of the Moon image seen on a Moon poster.

a. Measure the diameter of the Moon image. Let’s say the image of the Moon on your Moon poster is 62 cm.

b. Think: 62 cm on the image is equal to 3500 km on the Moon. 62 cm = 3500 km

c. Think: Each centimeter on the image is equal to some number of kilometers on the real Moon.

d. Divide both sides of the equation by 62. 62 cm = 3500 km 1 cm = 56 km

2. Calculate the size of a crater (or other feature).

a. Measure the diameter of the crater on the Moon poster in centimeters. On the poster Copernicus measures 1.5 cm.

b. Multiply the measured diameter (1.5 cm) by 56. (Remember, each centimeter on the image equals 56 km on the Moon.)

The real Moon is 3500 kmin diameter.

How do I fi nd the diameter of a Moon crater?

6262



48



Name

Period Date

Sea of Rains

Ocean of Storms

Sea of Clouds

Sea of Fertility

Sea of Tranquility

Sea of Crises

Sea of Serenity

Copernicus

Plato

Archimedes

Kepler

Tycho

Ptolemaeus

Theophilus

Posidonius

Aristoteles

Craters Diameter (km) Maria Diameter (km)

MAJOR SURFACE FEATURES OF THE MOON

Other craters or maria that I found and labeled

Notes



50



Name

Period DateEARTH/MOON MODEL

1. Find the diameter of Earth and the Moon, and the distance between them in Planetary Science Resources.

Earth diameter = 12,756 km Moon diameter = 3474 km Distance = 384,000 km

2. Measure the diameter of the globe (model Earth): the diameter = 12 cm.

3. Set up an equation: 12 cm (diameter of model) = 12,756 km (Earth diameter).

4. What is each centimeter on the model equal to on Earth? Divide both sides of the equation by 12. 12 cm 12,756 km

Another way to say this is: The scale of the model is 1063 km/cm.

5. Calculate the diameter of a Moon model. Each 1063 km in reality is represented by 1 cm on the model. Divide the diameter of the Moon by 1063 to determine the diameter of the Moon model.

6. Calculate the Earth/Moon distance. The same scale applies, so we divide the distance from Earth to the Moon by 1063 to determine the distance in our model.

12=

12

1 cm = 1063 km

34741063

= 3.27 cm

384,000 km1063 km

= 361 cm

(Tiny Earth and corresponding Moon at representative distance.)

Earth

Moon

Investigation 7: Landing on the MoonStudent Sheet


52



Name

Period Date

RESPONSE SHEET—LANDING ON THE MOON

Two students were having a disagreement about day and night on the Moon.

One said, “Day and night on the Moon are just like on Earth. Half of the Moon is always in sunlight. As the Moon rotates, the part of the Moon that is illuminated changes, so it has day and night just like we do on Earth.”

The second student said, “No, that’s not right. The Moon revolves around Earth, but it doesn’t rotate. It takes 24 hours for the Moon to go around Earth. Each time the Moon gets in Earth’s shadow, it’s night on the Moon.”

If you were involved in this conversation, what would you say when it was your turn to speak?

Investigation 7: Landing on the MoonStudent Sheet


54



Name

Period Date

You have been selected as part of the team that will survey and collect rocks from the Moon. You and your partner will be assigned a landing site on the Moon. You will take part in several extravehicular activities (EVAs) of the area. Because the Moon has no atmosphere and environmental conditions are harsh, you will be able to work outside your lunar lander for only brief periods of time.

Part 1: Lunar Landing-Site Description

Record the following information about your landing site, using information from the label on your Moon rock canister and the Lunar Landing Site Chart.

Mission name Date Bag no.

Location Latitude Longitude

Type of terrain Mare Highland

Part 2: Moon Rock Survey

You will have 10 minutes to complete this initial observation of the site. In addition to your canister of Moon rocks, you will be supplied with • one sheet of white paper • one hand lensWhen you receive your equipment, spread the contents of the canister on the white paper. Find out as much as you can about the rocks at your landing site on the Moon.

Part 3: Thinking about Collecting Moon Rock Samples

On your next EVA you will collect a few Moon rocks to bring back to Earth for analysis. What rocks should you collect to provide the most information about the Moon? Work with your partner to come up with three questions that can be answered by analyzing a collection of rocks that was selected carefully. (One question might be, How many different kinds of rocks are there in your area?)

EVA–1: MOON ROCK SURVEY

Investigation 8: Moon RocksStudent Sheet


56



Name

Period Date

EVA–2: COLLECTING SAMPLES

number ofsamples

name of rockor mineral

Notes:Quantity: Identifi cation:

properties (color, luster, texture, etc.)

On your second EVA you and your partner will select rock samples to bring back to Earth. You can collect only as many rocks as can fi t in your little collection vial. Collect the samples that you think will provide the most information for the scientists who will analyze the rocks back on Earth in a lunar geology lab.

Part 1: Collecting Moon Rock Samples

You will have 10 minutes to collect a sample of the rocks at your survey site. Space is limited on the spacecraft, so choose carefully. You will be supplied with • one canister of Moon rocks • one pair of forceps • one sheet of white paper • one hand lens • one small vialWhen you have your materials, spread the rocks on the paper and select the samples that will provide the most information.

Part 2: Identifying Moon Rock Samples

When you return your samples to the lunar geology lab, you need to determine what kinds of rocks you collected. Use the Moon Rock and Mineral Key to identify the rocks and to add a few notes for reference. In the notes column, indicate the most common rock at your site.



58



Name

Period Date

Dark gray/green mineral. Opaque. Luster: glassy. Cleavage: breaks into pieces with fl at, shiny surfaces. May fracture in splinters.

Black to brownish-black mineral. Heavy. Opaque. Luster: metallic to submetallic. Magnetic.

White to gray mineral. Translucent. Luster: metallic to submetallic. Cleavage: breaks into pieces with fl at, shiny surfaces.

Green mineral. Composed of rounded, sandlike grains. Luster: glassy.

Purplish gray rock composed mostly of feldspar. Pieces of feldspar can be easily identifi ed if the texture is coarse.

Fine-grained, dark-gray igneous rock without noticeable luster. Without holes.

Fine-grained, dark-gray to black igneous rock containing many holes or cavities that once contained gas bubbles.

Rock composed of fragments of other rocks melted together. Multicolored.

Rounded, often beadlike rock particles, usually orange. Transparent to translucent. Astronauts called it “orange soil.”

Dark-gray to black igneous rock with small shiny surfaces.

Pyroxene

Ilmenite

Olivine

Anorthosite

Basalt(vesicular)

Breccia

Glass

Norite

Name Important propertiesHigh-lands

MareSample

MOON ROCK AND MINERAL KEY


Feldspar(plagioclase)

Basalt(fi ne-grained)

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60



Name

Period Date

Hig

hla

nds

Mari

a

Most commonrocks in...

Rocks found only in...

Part 1: After you have identifi ed your rocks, share your discoveries with the other team inyour group that explored another area. Work together to answer the questions below and enter the data in the chart to the right. You should end up with information about the rocks found in both a highland site and a mare site.

MOON ROCK CONFERENCE DATA

1. Which rocks and minerals were most common in the maria?

2. Which rocks and minerals were most common in the highlands?

3. Which rocks and minerals are found only in the highlands?

4. Which rocks and minerals are found only in the maria?

Rock or mineralFound inhighlands

Part 2: Work with the other team to determine which rocks and minerals are found in the highlands, which are found in the maria, and which are found in both locations. Record by making check marks in the appropriate columns.

Found inmaria

Pyroxene

Ilmenite

Feldspar (plagioclase)

Olivine

Anorthosite

Basalt (fi ne-grained)

Basalt (vesicular)

Breccia

Glass

Norite



62



Name

Period DateEXPLORING DENSITYAll of the real objects and materials that we interact with in our daily adventures are made of matter. Matter can be solid and down-to-earth like rocks, cats, cupcakes, and videotapes. Matter can be liquid and hard to hold onto like water, fruit juice, shampoo, and honey. Matter can be gas, invisible and often unnoticed, like oxygen, carbon dioxide, and helium. Matter in any of its forms—solid, liquid, or gas—has a number of predictable properties. Matter always has mass and occupies space.

Mass is a measure of the amount of stuff in a sample of matter. Mass is measured in grams (g). The mass of an automobile is large, and the mass of a handful of sawdust is quite small.

Space, or volume, is the three-dimensional area that something takes up. It is measured in cubic centimeters (cc) or cubic meters (cm). School buildings occupy a huge volume, and a paper clip has a very small volume.

Density is a property of matter. Density is how close together the bits of matter are packed. For example, plastic foam cups and cotton balls are not very dense, and lead fi shing weights and steel nails are very dense.

Density is defi ned as the number of grams of matter in a cubic centimeter of the matter. Expressed as a formula,

Density = =

1. Measure and record the mass and volume of the fi ve materials in the chart below.2. Calculate the density of each material.3. Assign a ranking to each material, with 1 being the densest material.

Mass in grams g

Mass (g) Volume (cc) Density (g/cc) Density rankingMaterial

Iron

Wood

Pebble

Apple

Water

Volume incubic centimeters

cc



64



Name

Period DateLUNAR DENSITY

1. What materials would you expect to fi nd in the lunar highlands (crust)? Why?

2. What materials would you expect to fi nd in the maria? Why?

3. What materials would you expect to fi nd deep in the Moon’s mantle? Why?

Mass (g) Volume (cc) Density (g/cc) Density rankingMaterial

Olivine

Pyroxene

Ilmenite

Feldspar

Soon after the Moon formed, it was molten (liquid) to a depth of at least 500 km. Many kinds of materials were in the molten mixture, called a magma ocean—rocks, minerals, and elements.

Four of the main materials in the molten mixture were the minerals olivine, pyroxene, feldspar, and ilmenite. As the Moon cooled, these minerals began to crystallize and move through the molten magma. Eventually, all of the magma solidifi ed to form the Moon’s mantle, covered by an outermost layer called the crust. Think about what materials would fi nd their way to the crust of the Moon, what materials would lie just under the crust, and what materials might be found deep in the mantle of the Moon.



66



Name

Period Date

SUN

LOOKING AT THE MOON FROM EARTH

Earth

Name Period Date

Investigation 9: Phases of the MoonStudent Sheet


68



DIGITAL DATA—DDC–1000

Investigation 10: Explore the PlanetsStudent Sheet

AA Black: [1-7][15][17][19] Gray: [8-14][16][18][20-32] White:

AB Black: [1-6] Gray: [7-32] White:

AC Black: [1-4][13][28-29] Gray: [5-12][14-27][30-32] White:

AD Black: [5] Gray: [1-4][6-12][16-32] White: [13-15]

AE Black: [11-12][22-31] Gray: [1-10][13-21][32] White:

AF Black: [4][10-11][21-32] Gray: [1-3][5][8-9][12-20] White: [6-7]

AG Black: [4][14][18-20][22-32] Gray: [1-3][5-13][15][17][21] White: [16]

AH Black: [2][5][23-32] Gray: [1][3-4][6-22] White:

AI Black: [4][8][25-32] Gray: [1-3][5-7][9-15][18-24] White: [16-17]

AJ Black: [28-32] Gray: [1-4][7-27] White: [5-6]

AK Black: [3][29-32] Gray: [1-2][4-11][14-28] White: [12-13]

AL Black: [2][30-32] Gray: [1][3][6-10][13][15-19][21-29] White: [4-5][11-12][14][20]

AM Black: [2-3][5][21][28-32] Gray: [1][4][6-9][14-20][22-27] White: [10-13]

AN Black: [1-2][4] Gray: [3][5-8][13-32] White: [9-12]

AO Black: [4] Gray: [1-3][5-7][9-10][14-32] White: [8][11-13]

AP Black: [3-4] Gray: [1-2][5-7][14-32] White: [8-13]

AQ Black: [2-4] Gray: [1][5-8][18][20-32] White: [9-17][19]

AR Black: [3-4][6-7] Gray: [1-2][5][8][12][17-20][23-32] White: [9-11][13-16][21-22]

AS Black: [2-4][8][22-26] Gray: [1][5-7][9][19-21][27-32] White: [10-18]

AT Black: [1-2][4-6][8-9][14][18-19][21-26] Gray: [3][7][10-13][15-17][27-32] White: [20]

AU Black: [2][4-5][9-18][21-26] Gray: [1][3][6-8][19-20][28-30][32] White: [27][31]

AV Black: [2-6][9-18][20-27] Gray: [1][7-8][28-32] White: [19]

AW Black: [2-7][10-18][20-24][27] Gray: [1][8-9][19][25-26][28-32] White:

AX Black: [1-5][11-19][23-25][32] Gray: [6-10][20-22][26-31] White:

AY Black: [13-26][30-31] Gray: [1-2][4-6][8-12][27-29][32] White: [3][7]

AZ Black: [13-25][27][32] Gray: [1-2][4-12][26][28-31] White: [3]

BA Black: [1][14-25][32] Gray: [2-4][8-13][26-31] White: [5-7]

BB Black: [1-3][15-24][29-30] Gray: [9-14][25-28][31-32] White: [4-8]

BC Black: [2-3][16-24][27][30] Gray: [1][4-15][25-26][28-29][31-32] White:

BD Black: [2][5][16-24][27] Gray: [3][6-15][25-26][28-32] White: [1][4]

BE Black: [15-24] Gray: [1-3][8-14][25-32] White: [4-7]

BF Black: [16-24] Gray: [1-3][8-15][25-32] White: [4-7]

Blo

ck 2

B

lock 4

Blo

ck 3

Blo

ck 1


70



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

AA

AB

AC

AD

AE

AF

AG

AH

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33AI

AJ

AK

AL

AM

AN

AO

AP

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

AQ

AR

AS

AT

AU

AV

AW

AX

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33AY

AZ

BA

BB

BC

BD

BE

BF

DIGITAL-IMAGE GRIDB

lock 1

Blo

ck 2

Blo

ck 3

Blo

ck 4



72



SOLAR SYSTEM TOURS

Your group is going into business—providing vacation tours to the planet you discovered! To bring in customers, you will need to prepare a travel brochure to generate interest.

Here are some guidelines for developing your brochure.

• Why would anyone want to visit your planet? Obtain complete and up-to-date information about the statistics (size, distance, etc.), features (craters, mountains, water, etc.), conditions (temperature, atmosphere, gravity, etc.), and points of interest on your planet.

• What activities will you be able to provide for your clients? Horseback riding, golf, and hot-air balloon rides are probably out...or are they? Put together a selection of activities.

• What should the people on your tour bring with them? Swimming suits? Skis? A good book to read? Consider technical details such as transportation, life support, food, water, exposure to radiation, atmospheric conditions, gravity, temperature, travel time, and so on. Plan what you will tell your clients that will make them feel assured that they will be safe and comfortable on the tour.

• What should a tourist pay for such an outrageous vacation, and why? Figure out how much it will cost to sign on for the adventure, and be prepared to explain the cost to your clients so they will understand what they are paying for.

• Design a travel brochure. Make a poster-size version of the brochure to present to the class. You will have only about 5 minutes for your presentation. Make sure everyone in your group has a role to play in the presentation.



74



Name

Period Date

Weather issues

• Precipitation• Unique conditions

METEOROLOGIST’S REPORT

• Gases• Wind• Temperature



76



Name

Period Date

Astronomy issues

ASTRONOMER’S REPORT

• Size• Density• Distance

• Rotation• Revolution• Moons

• Gravity• Sunlight• Rings



78



Name

Period Date

Geology issues

GEOLOGIST’S REPORT

• Surface• Materials• Processes

• Mountains• Volcanoes• Valleys



80



Name

Period Date

History issues

HISTORIAN’S REPORT

• Discovery• Reconnaissance satellites• Probes



82



Name

Period Date

Category Earth

Diameter

Density

Distance from the Sun

Rotation period

Revolution period

Number of moons

Atmospheric gases

Wind

Temperature

Precipitation

Unique features

Surface features

Materials

Processes that shape the planet

Wind

Water fl ows

Impacts

Volcanoes

Landslides

Tectonics (quakes)

Discovery

Reconnaissance satellites

Probes

Geolo

gis

tM

ete

oro

logis

tA

stro

nom

er

His

tori

an

PLANET DATA



84



○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ASSESSMENT—GENERAL RUBRIC

The answer or task is completed correctly anddemonstrates understanding of concepts andconnections beyond the mastery level.

Mastery Level. The question or task is completeand correct. All important information is includedin the answer.

The answer or task has essentially correctelements; there are only minor mistakes, or minorpieces of information left out.

The answer or task contains related information,but has significant mistakes or misconceptions.

The student does not respond to the question ortask, or gives an answer that has nothing to dowith what was asked.

4

3

2

1

0

ASESSMENT GENERAL RUBRIC


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